Community-based individual knowledge construction in the classroom: a process-oriented account.
This paper explores the process of knowledge convergence and knowledge sharing in the context of classroom collaboration in which students do a group learning activity mediated by a generic representation tool. In analysing the transcript of the interactions of a group, we adapt the group cognition...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 3; pp. 202 - 214 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105042494&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105042494 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2010 vid: 26 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105042494 2010656986 10.1111/j.1365-2729.2010.00349.x 105042494 ppf: 202 ppct: 12 formats: tig: atl: Community-based individual knowledge construction in the classroom: a process-oriented account. aug: au: Looi C Chen W affil: Learning Sciences Lab, National Institute of Education, Nanyang Technological University, 637616, Singapore; cheekit.looi@nie.edu.sg sug: subj: Collaboration Computer-Assisted Instruction Knowledge Mathematics Education Teaching Methods Child Field Notes Funding Source Human Interpersonal Relations Nonexperimental Studies Outcomes of Education Schools, Elementary Singapore Students, Elementary Videorecording Child: 6-12 years ab: This paper explores the process of knowledge convergence and knowledge sharing in the context of classroom collaboration in which students do a group learning activity mediated by a generic representation tool. In analysing the transcript of the interactions of a group, we adapt the group cognition method of Stahl and the uptake analysis methodology of Suthers to understand how the members of the group did meaning making in their interactions, and how individual members did uptakes of their interactions and applied their new shared knowledge or understanding in new situations. The transcript is taken from our school-based research using the Group Scribbles software technology which provides representation spaces for individual, group or class work to support collaborative practices. Our work contributes toward a methodology for explaining a process-oriented account of a small group interaction through face-to-face communication over external shared representations. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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